Education is an intellectual
property of an individual as well as nation, in other words it is all-round
development of human personality.
First of all let’s know what they
said about education and its importance:
·
It is
obvious that an ignorant and illiterate nation can never make any special
progress and must fall back in the race of life.
----G.K. Gokhale (Budget Speech 1903).
· After long
thought we came to the conclusion that the salvation of our motherland lay in
the education, and only the education, of the people.
----Balagangadhar Tilak.
· Our
educational policy must enable everyone who receives an education to develop
morally, intellectually and physically and become a worker with both socialist
consciousness and culture.
----
Mao Ze-dong.
·
The
strength of government lies in the people’s ignorance, and the Government knows
this, and will therefore always oppose true enlightenment. It is time we
realise that fact. And it is most undesirable to let the Government, while it
is spreading darkness, pretended to be busy with enlightenment of the people.
----Leo Tolstoy.
The Education System in Ancient and Present India – A Bird’s eye view
The
entire Educational System in India can be divided into 5 stages for the better
understanding of the Evolution
of Education India from Ancient period to Modern New Educational Policy.
The 5 stages are …
1.
The Education system in Ancient India.
2.
Education in Buddhist Period.
3.
Education in the Medieval Period.
4.
Education in British India (18th to 20th
C.)
5.
Education in Free India. (After 1947 to New Educational
Policy)
Stage – 1
The Education system in Ancient India.
The objectives of education
are influenced by the Vedas, the Upanishads, The Puranas and the orthodox and
unorthodox schools of philosophy.
According to Samkhya Yoga, the human personality
consists of:
1.
The gross
(Physical body)
2.
The subtle body
(mind and intellect)
3.
The soul or the
Spirit.
4.
The soul is shrouded by
five sheaths. They are called pancha
Koshas:
1.
Anandamaya
2.
Vijanana maya
3.
Manomaya
4.
Pranamaya and
5.
Annamaya
According to the
Upanishads, the object of education is to provide all-round development of the
person by training the five koshas (Sheathes).
The philosophy of education
was centered in religion of spiritual values. The doctrine of Dharma
was the foundation principle. Our ancients looked upon the country not
as a geographical entity but as a cultural unit. Greater emphasis upon duties
and obligations and the concept of joint family were their social
characteristics.
Main features of educational system of ancient period
are:
·
Castes determined
professions or crafts.
·
Literature was
often coloured by religion.
·
Research on the
secret of birth and death and the true purpose of life.
·
Profile of the
teacher (Desiko Navalakshanaha)
1.
Suchihi (external and internal
cleanliness)
2.
Vahaswi (Accurate and effective
expression and articulation)
3.
Varchaswi ( Bright countenance or good
personality)
4.
Dhritiman ( Brave and imperturbable
moral courage)
5.
Smrithiman (Good memory)
6.
Kriti (
Good and beautiful writing)
7.
Namratha (
Humility)
8.
Utsahi (
Enthusiasm)
9.
Jijnasi (Eagerness
to pursue knowledge and wisdom at all times.)
·
Close contact
between teacher and pupil.
·
Manu said
that there were three types of education.
They are:
1. Laukika
2. Vaidika and
3.
Adhyatmika
·
World Out look:
i.
Mata Bhoomi putrohan Bhoomim. ( We are the sons of mother Earth)
ii.
Rigveda: Upasarmataram Bhoomim (Dedicate yourself to the service of the world)
iii.
Kriyanto Viswamarayam ( Make the
whole world noble in action)
·
Utilitarian
aspect:
The
3rd mantra of Regveda (Ch.10 Sec. 155) says, “Technical Science is a wonderful thing. It removes poverty and brings
in prosperity”.
O poverty-stricken man!
Acquire
technical knowledge and remove poverty and want.
In
technical education there were 18 silpas
including Architecture, Smithy, Military Art, Carpentry etc., which were
job-oriented courses. There were 64 Arts mentioned by Vatsayana, including
Nutrition, Domestic Science, and Fine Arts.
Stage – 2
Buddhist period – A View.
Fahien, Huenstang, Itsing
and other Chinese travellers wrote about the universities and the education
system. Takshasila, Nalanda, Oddantapuri, Vikramasila and Amaravathi were
famous Universities of the ancient or Buddhistic period.
There were great
Mathematicians and Astronomers like Arya Bhatta (Algebra), Brahmaputra
(Mathematics and Astronomy), Bhaskara (Mathematician), Varaha Mihira
(Astronomy); Grammarians like Paniani and Patanjili; Philoshpers like Kapila,
Sankara, Ramanuja, and Madhva; Physicians and surgeons like Charaka, Susruta Jivaka;
Law-makers like Manu and Yajnavalka; Logicians like Jaimini and Gargi;
Politico-Economists like Chanakya and Sceintist like Nagarjuna.
Nalanda University.
It was one mile long and
one mile wide. Its Central College had 7 halls and 300 rooms, Hostels had
single rooms 11’x 10’ with stone benches and niches for books. It had an
observatory. It had three library buildings. They are:
1.
Ratna Dadhi (A 9 Storied building)
2.
Ratna Sagara and
3.
Ratna Ranjaka.
1,000 persons lived on the
campus. There were 1510 faculty members – Teacher pupil ratio was1: 7 and it
was co-education.
Main features and components Buddhist and Jain systems
of Education:
1.
More
democratic and free from any distinction of caste and sex.
2.
The
establishment of Viharas where there was community life. It led to
institutionalization in course of time.
3.
Intimate
relationship between teacher and pupil.
4.
Curriculum
had secular aspects; both literary and professional courses were started.
5.
Women
were educated in Fine Arts, etc.,
6.
Medicine – Ayurveda – Surgery (Charaka and Susruta) was also taught.
Stage – 3
The Medieval Period – A View.
Education in medieval
period was totally influenced by Muslim rulers.
Objects of education were
based upon Koran the religious scripture of the Muslims is given
importance.
In this period Koran is
given great importance to education. Acquisition and extension of Ilm,
the Knowledge, helps in the realization of Truth. Ink-pen and paper are the
basic implements of Knowledge. According to Prophet Mohammed, education is a
must for a Muslim.
There are two kinds of
Muslim rulers in implementation of Education.
They are:
1.
Conservatives
– who were indifferent to modern education
2.
Progressives
– who were supported reforms and Modern Education.
Some of the landmarks in medieval educational reforms.
1.
In 1192 – Md.
Ghory set up muktabs (primary
schools) to teach fundamentals of Koran.
Seminars were conducted at Ajmer for propagating Islamic culture. Madrasas (High schools or Institution of
higher education) attached to Mosques.
2.
During 1290 –
1320 Sultans of Khilji dynasty
encouraged History, Philosophy, Poetry and Science.
3.
After Khiljis’ there is slight setback in
educational progress till 1500. Afterwards 30 Colleges were established.
4.
Educational
institutions were thrown open to Hindus, which results in the rise of Urdu Learning.
Some of the Special Features of Medieval and Mughal
Periods.
1.
Variety of
educational institutions namely Muktabs,
Madarasa, Karkhanas, Dargas etc., are established.
2.
Similarities are
also made between Ancient India and Medieval India.
Ancient
|
Medieval
|
|
a.
|
Upanayanam
|
Bismillah
(initiation in education when the boy is 4 years, 4months and 4 days only)
|
b.
|
Gurudakashina
|
Presents to owners and
foreman of Kharkhanas.
|
c.
|
Personal contact between
teacher and pupil.
|
Personal contact between
teacher and pupil.
|
3.
Medium of
instruction was in Persian but study of Arabic was compulsory for Muslims.
4.
Science was given
importance when compared to philosophy.
5.
State control –
the office of the Sadar or Sheikh-ul-islam (minister) had to co-ordinate the
standards.
6.
Large estates and
endowments to maintain educational institutions controlled by
Sheikh-ul-islam.
7.
Women’s education
was confined to literature, culture and Fine Arts.
8.
Examinations
-Award of Degrees – Internal Assessment – ‘Fazi’
in Logic: ‘Alim’ in Theology; ‘Qubil’ in Literature was also come into
existence.
Stage – 4
Education in British India (18th to 20th
C.)
1.
East India
Company and the missionaries ran schools. The company professed
Religious neutrality as it’s declared policy but
secretly favoured Christians.
2.
Macaulay’s Minute
(1895) supported English Education and Modern science – He defined Indian
Scholar as one who knows “ the physics of Newton, the metaphysics of Locke and
the Poetry of Milton” – once for all the controversy between the Oreintalists
and anglicists was settled in favour of the latter.
3.
In 1853 education
became a state responsibility, Education was allotted money from the State
Treasury – The General Committee of public Instruction prepared plan and
programme of Action for the whole country.
4.
Education was
separated from religion – however Missionaries ran institutions for the
neglected classes of society. Indians began to start their own institutions. An
expansion of education is witnessed.
5.
During 1900-1920
we find regularization of the process, uniformity – grant-in-aid, qualitative
improvement by appointment of commissions and the passing of Acts, for
instance;
a.
Indian
Universities Act of 1904.
b.
The Government
resolution on education Policy (1913)
c.
The Calcutta
University Commission (1917)
Recommended separation of
secondary and intermediate education from University education and the use of
Indian languages as media/medium but no follow up.
6.
During 1920-1947.
It
was a period of increased Indianisation. The IES was discontinued. Provinces
got more supervision and control. Government of India Act of 1935 granted
provincial autonomy to eleven provinces. Congress came to power in 8 provinces
but resigned as protest against World War II.
Popular
Ministers came to power in 1946 – Independence came in 1947. A few important
developments of this period are:
1.
The Sarjent
Report on Post-war Educational Reconstitution.
2.
Gandhi’s Basic
Education scheme as a system of National Education.
3.
New Universities
were established.
4.
P.G. Research and Courses were stared.
5.
Inter-University
Board was come into existence.
6.
Removal of
illiteracy was stared as a programme.
7.
Education for the
physically handicapped.
‘The Sarjent Report’ recommended---
i.
Selective
admissions.
ii.
3-year Degree
courses
iii.
Tutorial System
iv.
Service
conditions of college teachers.
v.
Teacher –
Training.
This
Sarjent Plan was prepared by the
Central advisory board of Education. This is perhaps the first National Plan. A
clearly structured system of education at all levels has been recommended.
Stage – 5
Education in Free India.
1.
Universal
elementary education was the first goal. (It is not realised even after 4
decades.
2.
To provide
opportunities to the socially deprived sections, Scholarships and economic
incentives are given SCs, STs and BCs.
3.
Language Policy –
Hindi as official language and English as associate official language – Modern
Indian languages encouraged – Medium of instruction in Higher Education in
Indian Languages is also approved.
4.
Expansion of
higher education – non-formal education – Diversification of courses –
Vocationalisation in education is witnessed.
5.
As recommended by
the Central advisory Board of education and the committees on Emotional
Integration (1953), the new pattern of 10+2+3 has been introduced.
A.
The
Radhkrishnan Commission:
On
University Education (1948-1949) – the right balance between the body and soul,
and the individual and the Society.
Ø Recommended change in teaching
methods,
Ø Emphasized the quality of education,
Ø Recommended tutorial system and
closer contact teacher and pupil,
Ø Study of all religions,
Ø Moral education,
Ø Regional language as medium of
instruction,
Ø Promotion of research
Ø Examination reform
Ø Recommended establishment of
University Grants Commission.
B.
The Secondary
Education Commission (1952):
With
Dr. Lakshmanaswamy Mudaliar as a chairman.
C.
The Kothari
Commission of 1946-66:
Recommended
the national pattern of education.
The Kothari Commission submitted a
comprehensive report on education covering primary, secondary, collegiate and
university stages.
Recommended
a national objective with 5 points:
1.
Productivity
2.
Social and
national integration
3.
Democracy
4.
Modernization and
5.
Promotion of
Social, Moral and Spiritual values.
Provided
a basis for a national policy on education
ü Revival of I.E.S
ü Emphasis on Science Education.
ü Strengthening of the U.G.C
ü Need for removal of illiteracy.
ü National Board of School Education.
ü Emphasis on Agriculture.
ü Revised scales for teachers.
ü Part-time/ correspondence Course/ Open University.
D.
The
Sriprakash Committee: On moral
Education.
New Policy on Education (1986)
The latest development in
education the publication of “challenges of Education, - A Policy Perspective”
and the subsequent formulation of the New Education Policy. This document
contains “an over view of the status of education and pointers to the direction
of future initiatives”. Resources constraints, resistance to institutional
change and lack of political will were responsible for our failures in the
past. After a national debate, the proposed changes were announced.
Some of the features of the new policy are
as follows:
1.
Emphasis on
vocational Education, and Education for women
ü
National
Integration
ü
Decentralization
ü
Establishment of
Autonomous Colleges and
ü
Autonomous
departments in select Universities.
2.
Science and
Technology - Computers.
3.
Management
Institutions to provide training.
4.
Emphasis on
teacher-competence by establishing Academic Staff Colleges.
5.
Strengthening of
UGC for monitoring academic standards.
6.
Non-formal
education facilities – Open Universities.
7.
Literary and
Adult Education to get top priority attention.
8.
De-linking of
degrees from Jobs.
9.
Value – oriented
education.
10.
Common core
curriculum.
11.
Navodaya schools
(village – based quality institutions.)
Acharya Ramamurthy Committee Report.
It
is a sort of mid-course review of the New Policy on Education. It is under
examination by the Government.
******
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